Impact of child emotional and behavioural difficulties on educational outcomes of primary school children in Ethiopia : a population-based cohort study

dc.contributor.authorMekonnen, Habtamuen_ZA
dc.contributor.authorMedhin, Girmayen_ZA
dc.contributor.authorTomlinson, Marken_ZA
dc.contributor.authorAlem, Atalayen_ZA
dc.contributor.authorPrince, Martinen_ZA
dc.contributor.authorHanlon, Charlotteen_ZA
dc.date.accessioned2020-06-02T08:41:58Z
dc.date.available2020-06-02T08:41:58Z
dc.date.issued2020-05-16
dc.date.updated2020-05-17T03:17:55Z
dc.descriptionCITATION: Mekonnen, H., et al. 2018. Impact of child emotional and behavioural difficulties on educational outcomes of primary school children in Ethiopia : a population-based cohort study. Child and Adolescent Psychiatry and Mental Health, 14:22, doi:10.1186/s13034-020-00326-6.
dc.descriptionThe original publication is available at https://capmh.biomedcentral.com
dc.description.abstractBackground: The relationship between child emotional and behavioural difficulties (EBD) and educational outcomes has not been investigated in prospective, community studies from low-income countries. Methods: The association between child EBD symptoms and educational outcomes was examined in an ongoing cohort of 2090 mother–child dyads. Child EBD was measured when the mean age of children was 6.5 years, SD 0.04 (T0) and 8.4, SD 0.5 years (T1) using the Strength and Difficulties Questionnaire (SDQ). Educational outcomes were obtained from maternal report (drop-out) at T1 and from school records at when the mean age of the children was 9.3 (SD 0.5) years (T2). Result: After adjusting for potential confounders, child EBD symptoms at T1 were associated significantly with school absenteeism at T2: SDQ total score: Risk Ratio (RR) 1.01; 95% confidence interval (CI) 1.01, 1.02; SDQ high score (≥ 14) RR 1.36; 95% CI 1.24, 1.48; emotional subscale RR 1.03; 95% CI 1.01, 1.04; hyperactivity subscale RR 1.03; 95% CI 1.02, 1.04 and peer problems subscale (RR 1.02; 95% CI 1.00, 1.04). High SDQ (β = − 2.89; 95% CI − 5.73, − 0.06) and the conduct problems sub-scale (β = − 0.57; 95% CI − 1.02, − 0.12) had a significant negative association with academic achievement. There was no significant association between child EBD and school drop-out. Conclusion: Prospective associations were found between child EBD symptoms and increased school absenteeism and lower academic achievement, suggesting the need for child mental health to be considered in interventionsen
dc.description.urihttps://capmh.biomedcentral.com/articles/10.1186/s13034-020-00326-6
dc.description.versionPublisher's version
dc.format.extent10 pages ; illustrations
dc.identifier.citationMekonnen, H., et al. 2018. Impact of child emotional and behavioural difficulties on educational outcomes of primary school children in Ethiopia : a population-based cohort study. Child and Adolescent Psychiatry and Mental Health, 14:22, doi:10.1186/s13034-020-00326-6
dc.identifier.issn1753-2000 (online)
dc.identifier.otherdoi:10.1186/s13034-020-00326-6
dc.identifier.urihttp://hdl.handle.net/10019.1/108635
dc.language.isoen_ZAen_ZA
dc.publisherBMC (part of Springer Nature)
dc.rights.holderAuthors retain copyright
dc.subjectEducation, Primary -- Africa, Sub-Saharanen_ZA
dc.subjectAcademic achievement -- Primary school children -- Africa, Sub-Saharanen_ZA
dc.subjectAdjustment disorders in children -- Africa, Sub-Saharanen_ZA
dc.subjectChild mental health -- Africa, Sub-Saharanen_ZA
dc.subjectAbsenteeism (School) -- Africa, Sub-Saharanen_ZA
dc.titleImpact of child emotional and behavioural difficulties on educational outcomes of primary school children in Ethiopia : a population-based cohort studyen_ZA
dc.typeArticle
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